Author:Rachel Steyert
District:Barrington
School:Barrington High School
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.
To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
How do the test scores of the school compare to state standards? How many students graduate? How many students are in Advanced Placement classes, if they are offered? What is the curriculum based on: testing or learning? How engaged are families/the community? Is the school creating a safe learning environment for students?
1. Learning and Achievement:
Data:
In 2008, 64% of 11th grade students were proficient in math, 91% in reading, and 60% in writing. In 2009, these numbers increased to 71%, 94%, and 76%, respectively. Also, 11% of students were proficient with distinction in math, 58% in reading, and 16% in writing. All of these results are substantially higher than state numbers. In 2009, only 27% of Rhode Island students were proficient in math, 69% in reading, and 41% in writing. SAT scores in all categories are higher than both the state and national average. The average scores in mathematics is 591 (state: 487, national: 510), in reading is 556 (state: 483, national: 497), and in writing is 559 (state: 479, national: 488). 92% of seniors took the SAT, compared to 57% in the state and 39% nationally. 72% of non-poverty students reached proficiency in math, as did 94% in reading. There are not enough students in poverty to make a statistic. White students yielded almost identical results, as did both male and female students and non-English-language learners. It is noteworthy that there were not enough students of other ethnic backgrounds, migrants, or English-language learners to make a statistic. 32% of disabled students tested proficient in math, while 65% reached proficiency in reading. 76% of students without disabilities reached proficiency in math, as did 98% in reading. The index scores of all student types in both math and English language arts exceeded the 2008 state target. The school has a 91.2% graduation rate, exceeding the state average of 79.2% of students.
Summary statement:
This school is high performing in both mathematics and English, has excellent SAT score, and has a very high graduation rate. However, the lack of diversity in the school is also striking. Some of these statistics required only 10 students in order for a number to be given, and still the only groups represented were white English language speakers who are not in poverty.
2. Safe and Supportive Environments:
Data:
In a student survey, 68% of students reported that they feel they can talk to a teacher/staff member about academic issues most of the time, and 16% said they feel they can talk to them about personal or family problems all or most of the time. 12% of students reported that not getting along with teachers is a moderate to very big hassle, 23% report being robbed at least once in school, 8% state being teased or bothered by other students is a moderate to very big hassle, and 22% claim that someone in school has tried to sell them drugs at least once. Statistics involving drug/alcohol use, daily sleep, and weight problems are all close to or below state statistics. Only 6% of students have no regular doctor or nurse, compared to 12% of all Rhode Island high school students.
Summary statement:
The school seems to promote a generally safe learning environment for students. The high percentage of students who have been robbed is surprising though, with almost one in four students reporting being robbed at least once. It's interesting to see this statistic being so high in such a seemingly upper class district.
3. Curriculum and Instruction:
Data:
89% of seniors took and AP exam in 2009, the highest percentage of any Rhode Island school. 84% of these students scored at college-level mastery. That's 210 students taking 365 exams, with 306 of those exams being passed at college-level mastery. In Rhode Island as a whole, only 22% of students took an AP exam, and 60% of those students achieved mastery. On a weekly basis, 47% of teachers examine students' work to guide instruction, 40% of students receive instruction in writing skills, 47% of instructional material relates to students' interests, 24% of students revise their reports and papers, 21% of students provide feedback to one another, and 52% of students are taught problem solving and decision making.
Summary statement:
It's excellent that so many students are taking AP exams, and even better that so many are achieving mastery on them. Of course, this could simply be the result of teachers basing curriculum entirely around a test rather than students actually learning. Some of the statistics about what teachers do weekly could use some improvement, such as in the areas of revision, student to student feedback, and examining students' work to guide instruction. It would also be interesting to see some of these statistics from the students' point of view, especially the "instructional material relates to students' interests" statistic.
4. Engaging Families and Community:
Data:
Almost 100% of parents agree that the community supports this school, compared to about 90% statewide. More than 80% of teachers say they are satisfied with the extent to which parents and the community are supportive of the school and its program, a significantly higher number than the statewide percentage of less than 30%. Less than 30% of students report being home unsupervised form 3 or more hours a day or 3 or more days a week, compared to slightly over 30% statewide. 50% of teacher agree that parental involvement in school governance is essential to effective education. Statewide statistics are about the same. 20% of parents report that the school does a good job contacting them if their child does something well/improves, 40% report being contacted if their child is having a problem, almost 70% say the school responds to their concerns and requests within a reasonable time, over 20% have parent-teacher conferences, and 40% are asked to volunteer at the school, compared to statewide statistics of 30%, 50%, 50%, almost 60%, and 30%. Almost 90% of teachers agree that other teachers on their team or grade level maintain positive relationships with students' parents, compared to less than 80% statewide. Almost 100% agree that two-way communication between home and school is essential to effective education, compare to 85% statewide.
Summary statement:
Teachers and parents alike seem to have positive attitudes about the school and have had positive experiences. However, it seems that there is some room for improvement when it comes to actual communication. It's important for teachers to reach out to parents, whether a child is struggling or succeeding.
B. SALT Reports
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:
School Research: BARRINGTON HIGH SCHOOL
Author:Rachel Steyert
District:Barrington
School:Barrington High School
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
How do the test scores of the school compare to state standards? How many students graduate? How many students are in Advanced Placement classes, if they are offered? What is the curriculum based on: testing or learning? How engaged are families/the community? Is the school creating a safe learning environment for students?
1. Learning and Achievement:
Data:
In 2008, 64% of 11th grade students were proficient in math, 91% in reading, and 60% in writing. In 2009, these numbers increased to 71%, 94%, and 76%, respectively. Also, 11% of students were proficient with distinction in math, 58% in reading, and 16% in writing. All of these results are substantially higher than state numbers. In 2009, only 27% of Rhode Island students were proficient in math, 69% in reading, and 41% in writing. SAT scores in all categories are higher than both the state and national average. The average scores in mathematics is 591 (state: 487, national: 510), in reading is 556 (state: 483, national: 497), and in writing is 559 (state: 479, national: 488). 92% of seniors took the SAT, compared to 57% in the state and 39% nationally. 72% of non-poverty students reached proficiency in math, as did 94% in reading. There are not enough students in poverty to make a statistic. White students yielded almost identical results, as did both male and female students and non-English-language learners. It is noteworthy that there were not enough students of other ethnic backgrounds, migrants, or English-language learners to make a statistic. 32% of disabled students tested proficient in math, while 65% reached proficiency in reading. 76% of students without disabilities reached proficiency in math, as did 98% in reading. The index scores of all student types in both math and English language arts exceeded the 2008 state target. The school has a 91.2% graduation rate, exceeding the state average of 79.2% of students.
Summary statement:
This school is high performing in both mathematics and English, has excellent SAT score, and has a very high graduation rate. However, the lack of diversity in the school is also striking. Some of these statistics required only 10 students in order for a number to be given, and still the only groups represented were white English language speakers who are not in poverty.
2. Safe and Supportive Environments:
Data:
In a student survey, 68% of students reported that they feel they can talk to a teacher/staff member about academic issues most of the time, and 16% said they feel they can talk to them about personal or family problems all or most of the time. 12% of students reported that not getting along with teachers is a moderate to very big hassle, 23% report being robbed at least once in school, 8% state being teased or bothered by other students is a moderate to very big hassle, and 22% claim that someone in school has tried to sell them drugs at least once. Statistics involving drug/alcohol use, daily sleep, and weight problems are all close to or below state statistics. Only 6% of students have no regular doctor or nurse, compared to 12% of all Rhode Island high school students.
Summary statement:
The school seems to promote a generally safe learning environment for students. The high percentage of students who have been robbed is surprising though, with almost one in four students reporting being robbed at least once. It's interesting to see this statistic being so high in such a seemingly upper class district.
3. Curriculum and Instruction:
Data:
89% of seniors took and AP exam in 2009, the highest percentage of any Rhode Island school. 84% of these students scored at college-level mastery. That's 210 students taking 365 exams, with 306 of those exams being passed at college-level mastery. In Rhode Island as a whole, only 22% of students took an AP exam, and 60% of those students achieved mastery. On a weekly basis, 47% of teachers examine students' work to guide instruction, 40% of students receive instruction in writing skills, 47% of instructional material relates to students' interests, 24% of students revise their reports and papers, 21% of students provide feedback to one another, and 52% of students are taught problem solving and decision making.
Summary statement:
It's excellent that so many students are taking AP exams, and even better that so many are achieving mastery on them. Of course, this could simply be the result of teachers basing curriculum entirely around a test rather than students actually learning. Some of the statistics about what teachers do weekly could use some improvement, such as in the areas of revision, student to student feedback, and examining students' work to guide instruction. It would also be interesting to see some of these statistics from the students' point of view, especially the "instructional material relates to students' interests" statistic.
4. Engaging Families and Community:
Data:
Almost 100% of parents agree that the community supports this school, compared to about 90% statewide. More than 80% of teachers say they are satisfied with the extent to which parents and the community are supportive of the school and its program, a significantly higher number than the statewide percentage of less than 30%. Less than 30% of students report being home unsupervised form 3 or more hours a day or 3 or more days a week, compared to slightly over 30% statewide. 50% of teacher agree that parental involvement in school governance is essential to effective education. Statewide statistics are about the same. 20% of parents report that the school does a good job contacting them if their child does something well/improves, 40% report being contacted if their child is having a problem, almost 70% say the school responds to their concerns and requests within a reasonable time, over 20% have parent-teacher conferences, and 40% are asked to volunteer at the school, compared to statewide statistics of 30%, 50%, 50%, almost 60%, and 30%. Almost 90% of teachers agree that other teachers on their team or grade level maintain positive relationships with students' parents, compared to less than 80% statewide. Almost 100% agree that two-way communication between home and school is essential to effective education, compare to 85% statewide.
Summary statement:
Teachers and parents alike seem to have positive attitudes about the school and have had positive experiences. However, it seems that there is some room for improvement when it comes to actual communication. It's important for teachers to reach out to parents, whether a child is struggling or succeeding.
B. SALT Reports
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:Data of last SALT visit:
Notes from Report:
Summary statement: